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| Why change the evaluation process? The changes suggested to the current teacher evaluation document are based on current research in the area of professional development for teachers that highlights self-reflection to enhance professional growth with a focus on specific performance criteria. In addition, the committee wanted to align our process in District 25 with the state teaching standards and the state recertification criteria. |
| What are some major changes? Currently there are five different teacher evaluation plans which use criteria based on effective teaching qualities. Of these five plans, there are four evaluation alternatives for tenured teachers. In an effort to simplify the process, our new teacher evaluation document reduces the number of plans to three. The four evaluation alternatives have been expanded to nine and our proposal includes opportunities for teachers to grow professionally that are aligned with the recertification program. To promote self reflection, teachers will use a self-reflection rubric and collect artifacts as needed to document their learning. The artifact collection is not a portfolio requirement. In fact, the portfolio assessment option has been eliminated in the new teacher evaluation document. |
| What are Danielson's four domains? Charlotte Danielson is a nationally recognized expert in the area of teacher evaluation. Her framework for teaching is based on four domains: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. These domains embody a number of features that ensure its applicability to a wide range of instructional settings |
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| Why are there three plans? The three plans under our new evaluation system are as follows: Plan 1 for pre-tenured first and second year teachers and non-tenured teachers, Plan 2 for third and fourth year pre-tenured teachers and tenured staff, and Plan 3 for staff members that are rated as unsatisfactory. |
| How many evaluation alternatives are there? In Plan 2 (Tenured Staff), the new Teacher Evaluation system provides new opportunities for staff to grow professionally by expanding the list of available alternatives form four to nine. The alternatives that have been added for evaluation are: graduate coursework, self-assessment of teaching through video tape, National Board Certification, workshops, and the development of teaching materials. In addition, the alternative of a showcase portfolio has been eliminated as all teachers will be engaged in self reflection and collecting artifacts. The alternative that a teacher chooses must be connected to the evaluation criteria. |
| What is the self-reflection continuum? With the proposed new document, all teachers will be required to complete a self-reflection continuum. This rubric is kept by the teacher and is a working document, not to be placed into the teacher’s personnel file. The purpose is to provide a rich dialogue between the administrator and teacher, utilizing research-based descriptors of effective teaching. The self-reflection continuum will assist teachers in identifying areas of strength as a teacher and possible areas for improvement and growth. This continuum is a tool for professional growth and not a summative evaluation tool. |
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| What is the artifact collection? Artifacts should be collected by all pre-tenured and tenured staff. They will be used as part of all evaluation alternatives. The collection of artifacts is not to be a showcase portfolio, but rather serve as a point for discussion between the teacher and administrator. The artifacts will not be included in a teacher’s personnel file. Some sample artifacts would be lesson plans, student work samples, student surveys, or even a log of parent contacts. Additional examples can be found in the proposed document under each of the four domains: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. |
| What types of forms are used? The Goal Setting form, the Dialogue form, the Administrative Expectation form and the Summative Evaluation form are similar to the documents in the current evaluation instrument. These forms are all tools that will be used to document activities. What’s new is the self-reflection rubric that all the teachers will be using to identify areas on which the teacher may want to focus special attention. The self-reflection continuum will be reviewed by the teacher and administrator It will be kept by the teacher and will not be placed in the district personnel file. |
| Who is Charlotte Danielson? Charlotte Danielson is a nationally recognized expert in the area of teacher evaluation. Her framework for teaching is based on four domains. Click here for further information on some of her publications. |
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